Towards management of the effective implementation of RPL

1. Towards management of the effective implementation of RPL Dr Heidi Bolton Senior Researcher SAQA 28 April 2010

2. Overview of presentation • Why RPL? The current context • The roles of ETQAs/ SETAs/ providers • Agency

3. Why RPL? The current context The new NQF Act No.67 of 2008 • Communication • Coordination • Collaboration • RPL for: • Access • Redress • Recognition

4. Definition of RPL “Recognition of prior learning means comparison of the previous learning and experience of a learner howsoever obtained against the learning outcomes required for a specified qualification, and acceptance for the purposes of qualification of that which meets the requirements” (NSB regulation 18787, 1998) (identifying, matching, assessing, crediting)

5. Current context: Realities on the ground • 16 years into democracy (population 52m) • Over 13.5m enrolment in the education and training system • 87% enrolment rate (7-18 years) • Economically active population 11.5m in 1995, 15.4m in 2002/ no. of jobs 9.5m to 11.2m/ unemployed 1.9m to 4.3m (36%) • 58.2% formal sector employees with M and post-M qualifications • 21% of workers with M and post-M qualifications in informal economy

6. Current context:Realities contd. • <10% in rural areas complete school • Disparities no longer simply along racial lines; majority of poor are African • Lower than desired success rates (63% matric pass rate; NCV far lower); higher than desired drop-out rates • 45% drop-out rates in adult literacy • 23% 14-18 year-olds not in school • 2.8m youth not employed, not studying, not disabled • 50% 1st-time undergraduates drop out

7. National RPL strategy • Incremental RPL research, and coordination and use of this research • Creation of National Help-Line (SAQA) • Formation of a National RPL Task Team to serve as a source of reference for SAQA. Main role: to develop a coherent National RPL Strategy, including funding strategy, and greater articulation between national and institutional policies

8. Incremental RPL research • SAQA, QCs, Universities, SETAs, other • (SAQA-DoE RPL Conference, 2008) • (OECD 22-country study, 2008) • NQF Research Conference, 2010 • RPL Conference, 2011 • SAQA Partnership research model (UWC, UKZN, WITS, Rhodes, JET) • SAQA-UWC (Workers’ College; UCT; IHRG; UWC; PLC)

9. Policy, Criteria, Guidelines • RPL in the context of the NQF: Policy, 2002 • RPL in the context of the NQF: Criteria and Guidelines document, 2003 • www.saqa.org.za

10. Roles and functions of ETQAs • Accredit constituent providers for specific standards/ qualifications on the NQF • Promote quality amongst constituent providers • Monitor provision by constituent providers • Evaluate assessment and facilitate quality moderation amongst constituent providers • RPL needs to be integrated within ETQA/ • provider assessment policies

11. Roles of ETQAs contd. • ETQAs are important agents for the implementation of the NQF. To be accredited, they need to provide evidence of RPL policies and procedures • In fact, ETQAs have policies and procedures for RPL, but are not implementing them. There are fully developed implementation plans and RPL projects in very few sectors

12. Criteria for Quality Assurance of RPL • Institutional policy and environment • Services and support to learners • Training and registration of RPL assessors and key personnel • Methods and processes of RPL assessment • Quality Management Systems (moderation) • Fees for RPL services • RPL and curriculum development

13. A strategic framework for implementation of RPL • Audit current practice • Develop detailed sector-specific plans for RPL • Develop capacity for RPL (staff; resources) • Design and moderate appropriate RPL assessment tools • Develop review/ reporting mechanisms • Develop a research base

14. Generic RPL process • RPL evidence facilitator meets candidate for pre-screening • RPL evidence facilitator prepares candidate for assessment; assessor does specialized preparation • RPL assessment is conducted • Evidence is judged, moderated • Feedback stage (credit awarded/ not) • Post-assessment support (appeal)

15. Audit of current practice • Administration • Funding • Costing • Curriculum development • Regional collaboration

16. Development of sector-specific plans • Policies and procedures (purposes of RPL, target market, support structures, quality assurance) • Articulation arrangements (intra-institutional, inter-institutional, administration, transcription of credits) • Resources (person-hours, capacity building, infrastructure, assessor/ moderator guides)

17. Capacity building: resources and staff • Staff training (evidence facilitators, assessors, moderators) • Assessor and moderator guidelines

18. Design and moderation of RPL assessment • Methods and processes • Form, quality, and sources of evidence • Candidate support • RPL and curriculum development • Moderation and review • Quality assurance (fairness, validity, reliability, practicability) • Building a research base

19. From the OECD report • ETQAs need to: • Operate verification/ moderation effectively, to ensure valid and reliable assessment • Be responsive to the timelines and practices of providers • Provide comprehensive and reliable data on numbers of successful RPL learners, for the NLRD

20. From OECD contd. • Impact of statutory and sectoral barriers needs investigation • Policy links between RPL for access and redress are well established, but there are disconnections between policy and implementation • Evidence of RPL for access/ progress in HE, and for employees needing to meet new regulations, but not of recognition towards employment

21. From OECD contd. • “Scattered islands of excellent practice” • SA at “Stage 5 of 7” • ----nothing • ----initial stages of RPL • ----embryonic RPL practices • ----existence of fragmented RPL practices • ----set of consistent RPL practices (SA plus 5) • ----a quasi RPL system (Irel., Denmk, Netherl., Norway) • ----a fully fledged RPL system

22. You are invited • Agency • NQF Help Desk • 0860 111 673 • help@nqf.org.za • NQF Research Conference, 2010 • National RPL Conference, early 2011 • Thank you!